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Student Perceptions of Standardized ...

Adams, Heather M.

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Student Perceptions of Standardized Patient Use in Athletic Training Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Student Perceptions of Standardized Patient Use in Athletic Training Education./
Author:	Adams, Heather M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	143 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-12, Section: B.
Contained By:	Dissertations Abstracts International82-12B.
Subject:	Instructional design. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28411506
ISBN:	9798515282035

Student Perceptions of Standardized Patient Use in Athletic Training Education.
Adams, Heather M.

Student Perceptions of Standardized Patient Use in Athletic Training Education. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 143 p.

Source: Dissertations Abstracts International, Volume: 82-12, Section: B.

Thesis (Ph.D.)--Indiana State University, 2021.

This item must not be sold to any third party vendors.

Standardized patient (SP) use is growing within professional athletic training programs to supplement students' clinical experiences because SP encounters authentically replicate real-time patient encounters. Previous researchers have identified benefits of SP encounters, but most research focused on SP use from the educator's perspective. Therefore, the purpose of this study was to examine student's perceptions of SP experiences and determine what characteristics of SP encounters students perceived to be most helpful to their professional growth. We used a phenomenological qualitative design. One-on-one semi-structured interviews were conducted with 12 professional master's athletic training students via a videoconferencing platform, including 3 males and 9 females. Ages ranged from 22 - 26 years old (M = 24.17, SD = 1.27 years). Using a convenience sample of participants, we recruited current students (n = 9) and recent graduates (n = 3) who had previous experiences with SP encounters. Interviews were transcribed verbatim, de-identified, and checked for accuracy. Researchers independently coded and analyzed the data using a multi-pass approach to identify significant statements, code the statements, and group them into themes. We established trustworthiness through member checks and peer review. Four themes were identified: 1) fidelity of the encounter, 2) personal and clinical growth, 3) feedback and reflection, and 4) transition to practice. Participants described fidelity as a contributing factor to improving confidence, indicating the most important factors impacting fidelity were faculty investment in planning, SP recruitment, and proper scaffolding of encounters. Personal and clinical growth included comments related to improvements in soft skills (e.g., communication and collaboration) as well as clinical skills (e.g., evaluation efficiency and synthesis of information). Notably, some participants' most impactful SP encounters were those aimed at improving communication with coaches or other healthcare providers. Feedback and reflection included comments related to how SP encounters helped participants build confidence, facilitate self-reflection, and learn from their mistakes. Specifically, participants noted substantial confidence gains from debriefing with peers and the ability to discuss encounters candidly. Despite these benefits, participants also expressed a strong desire for immediate and individualized feedback. The final theme revealed how SP encounters helped participants transition to practice, highlighting opportunities to evaluate patients independently and make clinical decisions on their own, an experience often missed from patient care during clinical education. Students were not always emphatic about SP experiences during professional education but greatly valued the added opportunity to practice their clinical skills when SP encounters were planned and implemented intentionally. Ultimately, participants valued authenticity most throughout the SP experience. To maximize learning gains, faculty should be meticulous and deliberate in planning, ensuring the SP encounter feels authentic and offers different experiences from patient care during clinical education to encourage further development of students' clinical skills. When planned appropriately, SP encounters can result in confidence gains and transition students to autonomous clinical practice.

ISBN: 9798515282035Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Athletic training

Student Perceptions of Standardized Patient Use in Athletic Training Education.
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500 $a Source: Dissertations Abstracts International, Volume: 82-12, Section: B.
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520 $a Standardized patient (SP) use is growing within professional athletic training programs to supplement students' clinical experiences because SP encounters authentically replicate real-time patient encounters. Previous researchers have identified benefits of SP encounters, but most research focused on SP use from the educator's perspective. Therefore, the purpose of this study was to examine student's perceptions of SP experiences and determine what characteristics of SP encounters students perceived to be most helpful to their professional growth. We used a phenomenological qualitative design. One-on-one semi-structured interviews were conducted with 12 professional master's athletic training students via a videoconferencing platform, including 3 males and 9 females. Ages ranged from 22 - 26 years old (M = 24.17, SD = 1.27 years). Using a convenience sample of participants, we recruited current students (n = 9) and recent graduates (n = 3) who had previous experiences with SP encounters. Interviews were transcribed verbatim, de-identified, and checked for accuracy. Researchers independently coded and analyzed the data using a multi-pass approach to identify significant statements, code the statements, and group them into themes. We established trustworthiness through member checks and peer review. Four themes were identified: 1) fidelity of the encounter, 2) personal and clinical growth, 3) feedback and reflection, and 4) transition to practice. Participants described fidelity as a contributing factor to improving confidence, indicating the most important factors impacting fidelity were faculty investment in planning, SP recruitment, and proper scaffolding of encounters. Personal and clinical growth included comments related to improvements in soft skills (e.g., communication and collaboration) as well as clinical skills (e.g., evaluation efficiency and synthesis of information). Notably, some participants' most impactful SP encounters were those aimed at improving communication with coaches or other healthcare providers. Feedback and reflection included comments related to how SP encounters helped participants build confidence, facilitate self-reflection, and learn from their mistakes. Specifically, participants noted substantial confidence gains from debriefing with peers and the ability to discuss encounters candidly. Despite these benefits, participants also expressed a strong desire for immediate and individualized feedback. The final theme revealed how SP encounters helped participants transition to practice, highlighting opportunities to evaluate patients independently and make clinical decisions on their own, an experience often missed from patient care during clinical education. Students were not always emphatic about SP experiences during professional education but greatly valued the added opportunity to practice their clinical skills when SP encounters were planned and implemented intentionally. Ultimately, participants valued authenticity most throughout the SP experience. To maximize learning gains, faculty should be meticulous and deliberate in planning, ensuring the SP encounter feels authentic and offers different experiences from patient care during clinical education to encourage further development of students' clinical skills. When planned appropriately, SP encounters can result in confidence gains and transition students to autonomous clinical practice.
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653 $a Simulation
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